This document provides an overview of innovative ESL programs nationwide and identifies best practices. It describes three exemplary programs: 1) Hotel T.E.A.C.H. in New York, which integrates ESL, soft skills, and technology training for immigrants working in hotels; 2) Cell-Ed in New York, an affordable mobile ESL program with high completion and language gains rates; and 3) The Welcoming Center for New Pennsylvanians, which offers contextualized ESL and pathways to careers like nursing. Strong programs typically assess language skills before and after, and teach beyond life skills to develop critical thinking and academic language.
Beyond Basic Skills: Building Pathways to Credentials for Adult Education Stu...Marcie Foster
This document discusses the need for career pathways programs in adult education to help low-skilled adults earn postsecondary credentials. It notes that traditional adult education programs have poor transition rates to further education and that a sequential approach takes too long. Career pathways programs integrate basic skills instruction with occupational skills training, allowing students to progress through stackable credentials toward family-sustaining jobs. The document outlines components of effective career pathways programs and cites early promising results from programs in Illinois, Minnesota, and Wisconsin that show high completion and further education rates.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to focus on developing students' academic skills and knowledge, soft skills, and understanding of the application process. Postsecondary institutions need to provide financial support, help with college knowledge, and academic and social engagement supports. The document reviews North Carolina's performance, noting improvements in graduation rates but ongoing challenges in academic achievement, particularly in math, and gaps between student groups. It concludes that strengthening transitions is important to increasing postsecondary attainment.
This document provides an overview of efforts to evaluate North Carolina's Opportunity Scholarship Program, which provides state-funded vouchers for low-income students to attend private schools. Key findings include:
1) Recipients tend to be from low-income families and are more likely to be African American or in elementary school compared to public school students.
2) Access to information varies geographically, with social networks being the primary source of information.
3) Private schools that participate tend to have a religious orientation and emphasize character building over standardized testing.
4) While the program has grown, limitations in data prevent a full understanding of impacts on student achievement and outcomes. Improved data collection and a more robust evaluation are recommended
This document discusses opportunities for upskilling North Carolina's existing workforce, particularly the hundreds of thousands of "non-completers" who have some postsecondary experience but no credentials. It notes that 905,000 NC residents are non-completers, and targeting this group could help address employer challenges in finding workers and individual challenges in career mobility. The document explores how NC's workforce and education systems can better connect non-completers to opportunities to complete their degrees or certificates through strategies like part-way home programs, work-based learning, and credentialing military experience.
The document discusses postsecondary attainment goals that have been set by 41 states. It provides an overview of key aspects of state goals, including:
- Age ranges targeted (most focus on 25-64 but some focus only on younger adults)
- Credential definitions (some include certificates while others only include degrees)
- Timelines for achievement (which vary widely from 5 to 21 years)
- Levels of targeted growth in attainment (which average around 18 percentage points)
It also summarizes Tennessee's approach, which includes a coordinated statewide effort through alignment between K-12, higher education, and the governor's office to boost attainment through initiatives like Tennessee Promise for free community college.
This document summarizes key data on K-12 academic achievement in North Carolina. It finds that:
1) 8th grade test scores are highly predictive of college enrollment, similar to ACT scores;
2) While early grade test scores have improved across cohorts, gains have slowed in middle school;
3) NAEP scores show North Carolina students performing at the national average, but with little improvement since 2000 except in 4th grade reading;
4) Achievement gaps between white and minority students exist and in some cases grew with introduction of more difficult standards.
The document discusses initiatives in Minnesota to help thousands of adults complete their degrees. It outlines efforts by Metropolitan State University and the University of Minnesota to identify and contact former students who left with nearly enough credits to graduate. Key goals are to provide relevant programs, support services, and remove bureaucratic barriers for returning adult students to help them succeed and enhance the state's workforce.
Beyond Basic Skills: Building Pathways to Credentials for Adult Education Stu...Marcie Foster
This document discusses the need for career pathways programs in adult education to help low-skilled adults earn postsecondary credentials. It notes that traditional adult education programs have poor transition rates to further education and that a sequential approach takes too long. Career pathways programs integrate basic skills instruction with occupational skills training, allowing students to progress through stackable credentials toward family-sustaining jobs. The document outlines components of effective career pathways programs and cites early promising results from programs in Illinois, Minnesota, and Wisconsin that show high completion and further education rates.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to focus on developing students' academic skills and knowledge, soft skills, and understanding of the application process. Postsecondary institutions need to provide financial support, help with college knowledge, and academic and social engagement supports. The document reviews North Carolina's performance, noting improvements in graduation rates but ongoing challenges in academic achievement, particularly in math, and gaps between student groups. It concludes that strengthening transitions is important to increasing postsecondary attainment.
This document provides an overview of efforts to evaluate North Carolina's Opportunity Scholarship Program, which provides state-funded vouchers for low-income students to attend private schools. Key findings include:
1) Recipients tend to be from low-income families and are more likely to be African American or in elementary school compared to public school students.
2) Access to information varies geographically, with social networks being the primary source of information.
3) Private schools that participate tend to have a religious orientation and emphasize character building over standardized testing.
4) While the program has grown, limitations in data prevent a full understanding of impacts on student achievement and outcomes. Improved data collection and a more robust evaluation are recommended
This document discusses opportunities for upskilling North Carolina's existing workforce, particularly the hundreds of thousands of "non-completers" who have some postsecondary experience but no credentials. It notes that 905,000 NC residents are non-completers, and targeting this group could help address employer challenges in finding workers and individual challenges in career mobility. The document explores how NC's workforce and education systems can better connect non-completers to opportunities to complete their degrees or certificates through strategies like part-way home programs, work-based learning, and credentialing military experience.
The document discusses postsecondary attainment goals that have been set by 41 states. It provides an overview of key aspects of state goals, including:
- Age ranges targeted (most focus on 25-64 but some focus only on younger adults)
- Credential definitions (some include certificates while others only include degrees)
- Timelines for achievement (which vary widely from 5 to 21 years)
- Levels of targeted growth in attainment (which average around 18 percentage points)
It also summarizes Tennessee's approach, which includes a coordinated statewide effort through alignment between K-12, higher education, and the governor's office to boost attainment through initiatives like Tennessee Promise for free community college.
This document summarizes key data on K-12 academic achievement in North Carolina. It finds that:
1) 8th grade test scores are highly predictive of college enrollment, similar to ACT scores;
2) While early grade test scores have improved across cohorts, gains have slowed in middle school;
3) NAEP scores show North Carolina students performing at the national average, but with little improvement since 2000 except in 4th grade reading;
4) Achievement gaps between white and minority students exist and in some cases grew with introduction of more difficult standards.
The document discusses initiatives in Minnesota to help thousands of adults complete their degrees. It outlines efforts by Metropolitan State University and the University of Minnesota to identify and contact former students who left with nearly enough credits to graduate. Key goals are to provide relevant programs, support services, and remove bureaucratic barriers for returning adult students to help them succeed and enhance the state's workforce.
Protección de activos digitales a través de herramientas de software anti fuga de información de Trend Micro.
Corporación de Industrias Tecnológicas S.A. ( www.CorpintecSA.com - contacto@CorpintecSA.com ) es representante comercial certificado de E.D.S.I. Trend Argentina S.A.
Convocatoria 3er. Festival LO QUE VEO 2010Ara Roldan
Bases de la convocatoria para participar en el 3er. Festival Latinoamericano de Cine Infantil y Juvenil LO QUE VEO organizado por Save the Children. Inscribe tu corto del 04 de mayo al 16 de junio. ¡¡Participa!!
El documento habla sobre una reunión en la que se discutió la promoción de los derechos humanos en América Latina y países en desarrollo a través de programas concretos. También se mencionó mantener contacto con diferentes bloques del parlamento argentino para informarles sobre sus logros y trabajo, así como convenios internacionales pendientes de ratificación.
Este documento propone elementos para incluir en un Reglamento de Participación Ciudadana de Huelva. Incluye sugerencias para una Exposición de Motivos, así como para los Títulos I y II sobre Disposiciones Generales y Derechos de Participación respectivamente. En el Título I se propone incluir el objeto y ámbito de aplicación del Reglamento. En el Título II se detallan sugerencias para artículos sobre el derecho a la información, participación, iniciativa ciudadana, petición, audiencia y consulta popular.
The document outlines Greece's National Trade Facilitation Strategy and Roadmap. The strategy aims to reduce the time to export by 50% and costs by 20% by 2015 through streamlining procedures. This is expected to lead to a 10% increase in exports' value, a 1.7% increase in GDP, and 80,000 new jobs. The roadmap establishes governance structures and phases of implementation to achieve these objectives through a series of actions outlined in the document.
NETSI is a large contact center in Italy that handles over 20,000 contacts per day. They required a new phone system that could support over 300 users and provide features like predictive dialing and call recording. SISECO integrated their VOIspeed phone system with SISECO's own CRM software to create a powerful yet cost-effective solution for NETSI. The new system improved efficiency by automatically dialing and filtering calls, and allowed operators to share customer information. As a result, NETSI has been able to increase their service offerings while improving productivity.
DIGITAL CLOUD TELCO nace para ofrecer al mercado una propuesta de valor basada en un conjunto de soluciones y servicios soportados en tecnologías CLOUD, SDN, Big Data y Open Middleware.
DIGITAL CLOUD TELCO aúna la experiencia acreditada en el sector Telco y el conocimiento de las más avanzadas tecnologías emergentes del nuevo mundo digital.
Reciclaje Administrativo en Competencias 2.0 (Vitoria)Formabask
Este documento describe un curso de capacitación en habilidades administrativas 2.0 que incluye seminarios presenciales y aprendizaje en línea. El curso dura 100 horas y cubre temas como herramientas de comunicación y colaboración en línea, redes sociales, blogs y marketing digital. El objetivo es ayudar a los profesionales administrativos a mejorar sus habilidades de gestión de información y comunicación utilizando las herramientas de la Web 2.0.
Mesa de trabajo y círculo de debate sobre la ETV+i. Aspectos comunicativos. S...etvi
Este documento presenta la mesa de trabajo y círculo de debate sobre la Estrategia Territorial de Villena + Innovación (ETV+i). Se detallan los aspectos comunicativos del proyecto, incluyendo la estructura comunicativa basada en informar, concienciar y comprometer a la ciudadanía. También se resumen los talleres sectoriales realizados, la información difundida a través de medios y redes sociales, y los temas clave debatidos como ordenación del territorio, desarrollo económico y gobernanza.
Este documento establece los requisitos y métodos de ensayo para la leche pasteurizada en Colombia. Define leche pasteurizada y otras clasificaciones de leche. Establece requisitos generales como aspecto, ausencia de conservantes y adulterantes. Incluye tablas con requisitos específicos como límites de grasa, sólidos, acidez y recuentos microbiológicos. También cubre requisitos de higiene e indica métodos para toma de muestras y criterios de aceptación.
MISIÓN
La Fundación Santa Marta Sin Límites es una organización que nace con el objetivo de generar sentido de pertenencia por Santa Marta, desarrollar proyectos de Responsabilidad Social en las comunidades más vulnerables y aumentar el compromiso ciudadano con esas comunidades buscando la generación de condiciones de vida sostenibles para los samarios.
Crowd testing involves using an online community of testers from diverse backgrounds to test software. UTest is a crowd testing platform with over 60,000 professional testers from 190 countries. It allows customers to define test scopes and select testers to test web, mobile, and desktop applications on real devices under real-world conditions. Testers on UTest are paid per accepted bug or test case executed, with payment twice a month. While crowd testing can help learn and earn money, there are disadvantages like not getting paid for duplicates or rejected bugs.
84 Fusilados (59 de ellos maridos o padres de familia), 58 viudas. Más de 130 huérfanos. Por eso Sartaguda es conocido como el pueblo de las Viudas y por eso se erigió con enorme esfuerzo de sus paisanos y apoyo popular y (en menor medida apoyo institucional) el Parque de la Memoria. Más información en www.Parquedelamemoria.org y www.bit.ly/sartaguda
La parte 1 de la presentación recoge los grupos familiares, fusilados con esposa, un viudo, la mayoría con hijos. La parte 2 de esta presentación se centra en los fusilados solteros, las pelonas y el Parque de la memoria.
Este documento presenta información sobre la planificación estratégica de una organización de salud. Explica su misión de brindar atención médica de alta complejidad centrada en el paciente y mantener su independencia financiera para servir a toda la población. También describe su propuesta de valor al paciente de ofrecer precios competitivos, un servicio cálido y oportuno con acceso a créditos, en un hospital moderno y de confianza. El objetivo es entregar una gestión eficiente e implementar con éxito su estrategia contando
Este documento presenta el reglamento de las competiciones oficiales de carreras por montaña de la Federación de Deportes de Montaña, Escalada y Senderismo del Principado de Asturias (FEMPA) para el año 2014. Describe los diferentes tipos de competiciones autonómicas como la Copa de Asturias y el Campeonato de Asturias de Carreras por Montaña. También establece las normas de organización, seguridad, clasificación de corredores y equipos, y otros aspectos técnicos de las competiciones.
Este documento presenta una variedad de charlas y talleres educativos para adultos ofrecidos por MAUmarela!. Incluye talleres de arte y manualidades como técnicas de ilustración, carvado de sellos y pintura de paisaje impartidos por Lucía Vila. También incluye talleres de crecimiento personal como arteterapia y mejora personal impartidos por Juana Blanco. Además, ofrece charlas sobre periodismo, educación y psicología impartidas por Celtia Traviesas, Carolina García y Juana Blanco respectivamente.
This document provides information about summer programs offered by the Parks, Recreation and Community Services Department of the City of Reno, including:
- Swim lessons and pool schedules on pages 14 and 16
- Summer camps on page 37
- Dance, martial arts, fitness, pools/aquatics, senior services, adult sports, golf/tennis, and more throughout
- Contact information, registration details, facility schedules, and accessibility/inclusion services are also included
- The document is the summer 2011 activity guide for Parks and Recreation programs in Reno, NV.
Npef community grant application powerpoint 2014 2015mrembisz
The document provides information about community enrichment grants offered by the Newport Public Education Foundation (NPEF). NPEF is a nonprofit organization that aims to support public education in Newport, Rhode Island. It will award up to $6,000 in grants to fund educational projects. The first round of grant applications are due by October 17, 2014 and must be submitted through NPEF's website. Eligible projects must support student learning, address educational standards, and benefit the Newport school district.
Protección de activos digitales a través de herramientas de software anti fuga de información de Trend Micro.
Corporación de Industrias Tecnológicas S.A. ( www.CorpintecSA.com - contacto@CorpintecSA.com ) es representante comercial certificado de E.D.S.I. Trend Argentina S.A.
Convocatoria 3er. Festival LO QUE VEO 2010Ara Roldan
Bases de la convocatoria para participar en el 3er. Festival Latinoamericano de Cine Infantil y Juvenil LO QUE VEO organizado por Save the Children. Inscribe tu corto del 04 de mayo al 16 de junio. ¡¡Participa!!
El documento habla sobre una reunión en la que se discutió la promoción de los derechos humanos en América Latina y países en desarrollo a través de programas concretos. También se mencionó mantener contacto con diferentes bloques del parlamento argentino para informarles sobre sus logros y trabajo, así como convenios internacionales pendientes de ratificación.
Este documento propone elementos para incluir en un Reglamento de Participación Ciudadana de Huelva. Incluye sugerencias para una Exposición de Motivos, así como para los Títulos I y II sobre Disposiciones Generales y Derechos de Participación respectivamente. En el Título I se propone incluir el objeto y ámbito de aplicación del Reglamento. En el Título II se detallan sugerencias para artículos sobre el derecho a la información, participación, iniciativa ciudadana, petición, audiencia y consulta popular.
The document outlines Greece's National Trade Facilitation Strategy and Roadmap. The strategy aims to reduce the time to export by 50% and costs by 20% by 2015 through streamlining procedures. This is expected to lead to a 10% increase in exports' value, a 1.7% increase in GDP, and 80,000 new jobs. The roadmap establishes governance structures and phases of implementation to achieve these objectives through a series of actions outlined in the document.
NETSI is a large contact center in Italy that handles over 20,000 contacts per day. They required a new phone system that could support over 300 users and provide features like predictive dialing and call recording. SISECO integrated their VOIspeed phone system with SISECO's own CRM software to create a powerful yet cost-effective solution for NETSI. The new system improved efficiency by automatically dialing and filtering calls, and allowed operators to share customer information. As a result, NETSI has been able to increase their service offerings while improving productivity.
DIGITAL CLOUD TELCO nace para ofrecer al mercado una propuesta de valor basada en un conjunto de soluciones y servicios soportados en tecnologías CLOUD, SDN, Big Data y Open Middleware.
DIGITAL CLOUD TELCO aúna la experiencia acreditada en el sector Telco y el conocimiento de las más avanzadas tecnologías emergentes del nuevo mundo digital.
Reciclaje Administrativo en Competencias 2.0 (Vitoria)Formabask
Este documento describe un curso de capacitación en habilidades administrativas 2.0 que incluye seminarios presenciales y aprendizaje en línea. El curso dura 100 horas y cubre temas como herramientas de comunicación y colaboración en línea, redes sociales, blogs y marketing digital. El objetivo es ayudar a los profesionales administrativos a mejorar sus habilidades de gestión de información y comunicación utilizando las herramientas de la Web 2.0.
Mesa de trabajo y círculo de debate sobre la ETV+i. Aspectos comunicativos. S...etvi
Este documento presenta la mesa de trabajo y círculo de debate sobre la Estrategia Territorial de Villena + Innovación (ETV+i). Se detallan los aspectos comunicativos del proyecto, incluyendo la estructura comunicativa basada en informar, concienciar y comprometer a la ciudadanía. También se resumen los talleres sectoriales realizados, la información difundida a través de medios y redes sociales, y los temas clave debatidos como ordenación del territorio, desarrollo económico y gobernanza.
Este documento establece los requisitos y métodos de ensayo para la leche pasteurizada en Colombia. Define leche pasteurizada y otras clasificaciones de leche. Establece requisitos generales como aspecto, ausencia de conservantes y adulterantes. Incluye tablas con requisitos específicos como límites de grasa, sólidos, acidez y recuentos microbiológicos. También cubre requisitos de higiene e indica métodos para toma de muestras y criterios de aceptación.
MISIÓN
La Fundación Santa Marta Sin Límites es una organización que nace con el objetivo de generar sentido de pertenencia por Santa Marta, desarrollar proyectos de Responsabilidad Social en las comunidades más vulnerables y aumentar el compromiso ciudadano con esas comunidades buscando la generación de condiciones de vida sostenibles para los samarios.
Crowd testing involves using an online community of testers from diverse backgrounds to test software. UTest is a crowd testing platform with over 60,000 professional testers from 190 countries. It allows customers to define test scopes and select testers to test web, mobile, and desktop applications on real devices under real-world conditions. Testers on UTest are paid per accepted bug or test case executed, with payment twice a month. While crowd testing can help learn and earn money, there are disadvantages like not getting paid for duplicates or rejected bugs.
84 Fusilados (59 de ellos maridos o padres de familia), 58 viudas. Más de 130 huérfanos. Por eso Sartaguda es conocido como el pueblo de las Viudas y por eso se erigió con enorme esfuerzo de sus paisanos y apoyo popular y (en menor medida apoyo institucional) el Parque de la Memoria. Más información en www.Parquedelamemoria.org y www.bit.ly/sartaguda
La parte 1 de la presentación recoge los grupos familiares, fusilados con esposa, un viudo, la mayoría con hijos. La parte 2 de esta presentación se centra en los fusilados solteros, las pelonas y el Parque de la memoria.
Este documento presenta información sobre la planificación estratégica de una organización de salud. Explica su misión de brindar atención médica de alta complejidad centrada en el paciente y mantener su independencia financiera para servir a toda la población. También describe su propuesta de valor al paciente de ofrecer precios competitivos, un servicio cálido y oportuno con acceso a créditos, en un hospital moderno y de confianza. El objetivo es entregar una gestión eficiente e implementar con éxito su estrategia contando
Este documento presenta el reglamento de las competiciones oficiales de carreras por montaña de la Federación de Deportes de Montaña, Escalada y Senderismo del Principado de Asturias (FEMPA) para el año 2014. Describe los diferentes tipos de competiciones autonómicas como la Copa de Asturias y el Campeonato de Asturias de Carreras por Montaña. También establece las normas de organización, seguridad, clasificación de corredores y equipos, y otros aspectos técnicos de las competiciones.
Este documento presenta una variedad de charlas y talleres educativos para adultos ofrecidos por MAUmarela!. Incluye talleres de arte y manualidades como técnicas de ilustración, carvado de sellos y pintura de paisaje impartidos por Lucía Vila. También incluye talleres de crecimiento personal como arteterapia y mejora personal impartidos por Juana Blanco. Además, ofrece charlas sobre periodismo, educación y psicología impartidas por Celtia Traviesas, Carolina García y Juana Blanco respectivamente.
This document provides information about summer programs offered by the Parks, Recreation and Community Services Department of the City of Reno, including:
- Swim lessons and pool schedules on pages 14 and 16
- Summer camps on page 37
- Dance, martial arts, fitness, pools/aquatics, senior services, adult sports, golf/tennis, and more throughout
- Contact information, registration details, facility schedules, and accessibility/inclusion services are also included
- The document is the summer 2011 activity guide for Parks and Recreation programs in Reno, NV.
Npef community grant application powerpoint 2014 2015mrembisz
The document provides information about community enrichment grants offered by the Newport Public Education Foundation (NPEF). NPEF is a nonprofit organization that aims to support public education in Newport, Rhode Island. It will award up to $6,000 in grants to fund educational projects. The first round of grant applications are due by October 17, 2014 and must be submitted through NPEF's website. Eligible projects must support student learning, address educational standards, and benefit the Newport school district.
Npef grant application powerpoint 2014 2015mrembisz
The Newport Public Education Foundation (NPEF) is a non-profit organization that provides grants to support educational programs in Newport public schools. NPEF will accept grant applications until October 17th, 2014 for projects focusing on literacy, learning standards, and district needs. Successful grants will be awarded funding between $250-$6,000 and must be used to enhance learning, not fund existing budget items or salaries. The application process requires a detailed proposal and approval from the principal.
John Segota provided an overview of education policy issues in the 114th Congress and Obama Administration, including the Every Student Succeeds Act (ESSA), Workforce Innovation and Opportunity Act (WIOA), and immigration policy. Key points included Republican majorities in Congress, the FY2017 budget proposal focusing on equity and excellence, and new ESSA provisions for English learners and accountability requirements for states. Regulations and guidance on ESSA implementation were also discussed.
Adult ESL education has evolved over the past 50 years through various acts and amendments that have expanded funding and program types. While demand is high, resources remain limited, with long waiting lists and insufficient funding, materials, and qualified teachers. The needs of adult learners are diverse but often include goals related to employment, communication skills, and family responsibilities. Moving forward, the document calls for improving program delivery, increasing collaboration, responsive policies, adequate resources, and additional research to develop high-quality programs that meet the needs of English language learners.
TESOL Policy Update and Outlook - What's Next? - Dec 14, 2016John Segota
This document summarizes key policy updates and outlooks related to TESOL. It discusses the transition to a new US Congress and administration in 2017, as well as education policies like ESSA, WIOA, and immigration. Key points include changes to Title funding under ESSA and WIOA, new ESSA provisions and timelines, shifts from NCLB, and resources developed to support implementation of the new laws benefitting English learners. The outlook discusses uncertainty surrounding the new administration and leadership transitions at the Department of Education in 2017.
The document discusses California's Local Control Funding Formula (LCFF) which established a new school funding system in 2013. It overhauled the previous funding streams and categorical programs into base, supplemental and concentration grants. Districts must adopt a Local Control and Accountability Plan (LCAP) with input from stakeholders focusing on 8 state priorities to improve outcomes for all students, especially traditionally underserved groups. The formula aims to increase transparency, equity and community engagement in decision making through the LCAP process. While implementation has faced challenges, districts that meaningfully engaged communities have seen benefits in cultural transformation and student achievement.
The Importance of School District Leadership and Data Driven Decision Making ...NAFCareerAcads
This workshop will illustrate the importance of data-driven decision making in creating pathways to academic success. Further it will share insighs as to how to build district leadership buy in and support through integrating academies into a district strategic planning process.
Katy Taylor has over 15 years of experience in project management, education, nonprofit management, and policy research. She holds a Master of Public Affairs degree and Bachelor of Arts in Spanish and English. She is fluent in Spanish and has strong computer and communication skills.
The document provides information about a Request for Proposal (RFP) from Workforce Central for youth services funding under the Workforce Investment Act in Pierce County, Washington. It outlines requirements for program design, performance standards, and important dates for questions and proposals. Eligible applicants are instructed to design a program that provides active case management, work-based learning opportunities, and demonstrates improved participant skills. Proposals are due by May 9th, with oral interviews to follow, and $850,000 is available for an 11-month contract beginning August 1st, 2014.
The United Board invites proposals in (1) Local Knowledge and (2) Interreligious Understanding and Peacebuilding for the July 1, 2012 – June 30, 2013 fiscal year. Proposals should be submitted by October 31, 2011. Proposals should be emailed to grants@unitedboard.org. Decisions regarding proposal funding will be announced by June 30, 2012.
Erik Carlos Toren has over 20 years of experience working in non-profits and social service programs, including 7 years in management roles. He currently serves as the Program Director for the High School Equivalency Program at the University of Texas Pan American, where he coordinates staff and grant writing to provide educational services. Prior to this role, he worked as a recruiter, case manager, and loan officer for various organizations serving migrant workers and their families.
This document provides an overview and agenda for an informational webinar about the America's Promise Healthy Schools Fund grant opportunity. The webinar will cover the background of America's Promise Alliance, the purpose and goals of the Healthy Schools Fund to support healthier school environments, eligibility requirements, selection criteria, application contents and timeline. Questions from attendees will be addressed at the end.
This document provides an overview of the Institute of Education Sciences (IES) and its funding opportunities for research grants, with a focus on opportunities for Historically Black Colleges and Universities (HBCUs). IES aims to fund research that identifies best practices to improve education, including the development and testing of new interventions. It encourages HBCUs to apply for grants from its Education Research and Special Education Research programs. Researchers should identify an appropriate topic and goal for their research, such as exploration, development, efficacy/replication, or measurement. Successful applications will require a strong significance section that provides a compelling rationale and justification for the proposed work.
This document provides an overview of the Institute of Education Sciences (IES) and its funding opportunities for research grants, with a focus on opportunities for Historically Black Colleges and Universities (HBCUs). IES aims to fund research that identifies best practices to improve education, including the development and testing of new interventions. It encourages HBCUs to apply for grants by providing information on the various grant programs, required application materials, and tips for identifying appropriate topics and goals for potential research projects.
Improving Outcomes for All Students: Strategies and Considerations to Increas...Mohammed Choudhury
This brief provides information to support school districts and stakeholders seeking to improve student diversity in their schools through voluntary, community-led programs as part of an overall effort to increase equity and excellence for all students. Diversity can include many factors, such as race, national origin, disability, socioeconomic status, and language proficiency. What follows is an action-oriented summary of considerations when embarking on efforts to increase student diversity, starting with possible steps to consider when conducting a diversity needs assessment and planning for implementation. Potential diversity strategies and a few examples from the field are included, as well as thoughts on efforts to sustain an inclusive environment once diversity strategies are being implemented.
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1. 1
Michigan Office for New Americans
A Division of the
Department of Licensing and Regulatory Affairs
Adult ESL for New Americans
Request for Proposals
Posting Date: 10/17/16
Closing Date: 11/11/16
2. 2
Adult ESL for New Americans
A Grant Program of the Michigan Office for New Americans
Request for Proposals
Application Deadline: Friday, November 11th, 2016
The Michigan Office for New Americans (MONA) announces the availability of grant funds to support
the development of innovative and collaborative English as a Second Language (ESL) programming
efforts in Michigan. MONA was established by Governor Rick Snyder in 2014 to help grow Michigan’s
economy by retaining and attracting global talent to our state and promoting the skills, energy, and
entrepreneurial spirit of our immigrant communities. MONA works with state agencies that provide
services to immigrants; provides immigration-related information to the governor; and strives to
create a more welcoming environment within the state. The office also helps coordinate existing
services to immigrants and facilitates partnerships with non-profits, foundations and the private
sector in the areas of licensing, workforce training, education, housing, healthcare and quality of life.
Background: The Adult ESL for New Americans grant initiative has been developed as a response to
the requests of MONA’s many community partner organizations for additional support in the delivery
of ESL programming for existing and newly-arriving immigrant communities across Michigan. The
grant initiative also seeks to support collaborative work among nontraditional partners in the delivery
of innovative ESL programming that is better able to meet the varied needs of Michigan’s diverse
immigrant community.
Target Audience: New Americans with Limited English Proficiency (LEP), including Green Card
holders, Refugees, Asylees, and Asylum Applicants. [NOTE: This program is not for temporary
visitors or non-immigrants on temporary status in the U.S.]
Impact: The Adult ESL for New Americans grant initiative seeks to provide initial funding support to
innovative and collaborative efforts to create ESL programming that results in both a marked
improvement of English language proficiency among participants and the successful delivery of
innovative research-based methodologies that improve access and participation among diverse
communities of immigrants with Limited English Proficiency.
Program Focus
Based on current best practices in the field of ESL delivery, the Adult ESL for New Americans grant
initiative seeks to fund applications that focus on the creation of innovative delivery of ESL
programming that improves outcomes for learners though one or more of the following components:
o Creative learning platforms;
o Flexible, Self-paced learning;
o Integrated ESL and skill-based learning;
o Collaborative service delivery, creating innovative partnerships to improve service
delivery and participant outcomes;
3. 3
o TOEFL-track for individuals on a professional licensing or higher education pathway OR
Vocational ESL (VESL) curriculum offered;
o Access to ESL education for immigrants that may be illiterate in their native language;
o Focus on providing ESL services to geographic areas with high concentration of
immigrants, who have been previously under-served by traditional ESL programming
Addressing Key Challenges: Many traditional ESL programs are delivered in a one-size-fits-all classroom-
based learning approach, however current research bears out that many LEP individuals are not being
effectively served by this model due to several key factors, which include but are not limited to:
o Lack of access to regular transportation to classes
o Classes being offered primarily during traditional working hours
o Lack of access to free or low-cost quality childcare during instruction times
o Lack of classes that target need area of Vocational English as a Second Language
(VESL) for otherwise work-ready LEP individuals
o Lack of free or low-cost ESL classes that prepare individuals for the TOEFL exam, which
is required for some professional licenses and most higher education institutions
MONA will not consider proposals that do not address one or more of the above challenges.
Applications that seek to fund only existing ESL programming and do not include active
collaborative partner organizations (include non-affiliated community-based organizations) will
not be considered.
Selection Criteria
MONA is offering immigrant-serving groups and nonprofit organizations in Michigan (including those
not traditionally included in the provision of ESL programming) the opportunity to apply for grant
funding. Proposals should be made by collaborations and not by individual organizations.
Collaborations should be diverse in their organizational makeup but must partner with at least one
501(c)3 organization that is willing to serve as the group’s fiduciary for grant funds. In evaluating each
application received before the closing date, funding decisions will be made based on the following
criteria. Priority consideration will be given to programs that address the areas of program focus
included above as well as meeting the following:
All applicant organizations will be active participants in the proposed collaborative.
Proposals must focus on the development of new and innovative delivery of ESL programming
—applications that seek funding only for existing ESL programming will not be considered.
Programming that can be launched quickly and provide quantitative data on performance
of participating individuals within the short grant period—Those that cannot measure
their proposed metrics within the grant period will not be considered.
For consideration by the Selection Committee, each application must include the following
information:
Basic Selection Criteria for Grant Awards
o Proposals must reflect collaboration with smaller, community-based, non-affiliated ethnic
organizations. Only one application should be submitted for all participating
organizations. Application must identify a lead organization to serve as fiduciary for the
full amount of the award. Fiduciary must be a 501(c)3 organization in good standing.
4. 4
o Must clearly identify innovative elements of proposed program, which address the above
mentioned barriers. Please include any available references to external research, if
applicable.
o Must provide proposed ESL curriculum (preference will be given to TOEFL-track or
VESL programming).
o Must provide one proposed budget for entire grant request.[NOTE: Grant monies must not be
spent on organizational overheads or administration costs outside of ESL staff salaries].
o Must detail methodology for program evaluation, providing quarterly reporting that
includes data on pre-course, mid-course, and post-course language acquisition of all
participants.
Additional Selection Criteria
o Evening and weekend class times offered—preference will be given to those that
address additional barriers of transportation and childcare.
o Applications must clearly indicate the geographic region it will cover, including the
proposed location of service delivery. Rationale for location should include any
available and relevant data on the population of immigrants to be served.
o Must identify minimum requirements for ESL instructors, if applicable. For programs
utilizing classroom-based learning, preference will be given for instructors with
TESOL Certification and/or native English speakers who are bilingual.
o Applications should address methodology for service provision to participants who
are illiterate in their native language, if applicable.
Amount of Funding
Awarding of ESL for New Americans grants will be based on the total funds available. The maximum
award will be $50,000 to support ESL activities. MONA reserves the right to accept or reject any
proposals submitted and to negotiate with all qualified applicants.
Limitations on Funding
MONA will not support the followingactivities:
Organizational overhead or administration costs, with the exception of ESL staff salaries
Projects that include religious instruction
Political parties or political action committees
Non Michigan-based organizations
Projects that directly benefit an individual
Loans
Capital campaigns and building projects
Capital goods
Proposed Grant Timeline
Application Deadline: November 11, 2016
Grantees Announced: Early December 2016
Program Launch: January 2017
5. 5
First Grant Report Due: May 2017
Second Grant Report Due: August 2017
Third Grant Report Due: November 2017
Grant Period Ends: December 31, 2017
Final Grant Report Due: January 2018
How to Apply
Applications must include:
1. Cover sheet (page 5) by email and postal mail, with original signatures.
2. Narrative of 3-5 pages by email and postal mail (Narrative instructions are on page 6)
3. Project Budget (page 7) by email and postal mail
4. Attachments (as listed on page 6) by email and postal mail
Applications will NOT be considered by MONA if these requirements are not met.
Documents sent by email should be directed to Annie Fenton at fentona@michigan.gov.
Applications sent by email must be received by 5:00pm on Friday, November 11, 2016.
Documents submitted by mail should be postmarked by Thursday, November 10 (Due to the holiday),
2016 and sent to Annie Fenton at:
Annie Fenton
MONA
Department of Licensing and Regulatory Affairs
3026 W Grand Blvd, Ste 2-750
Detroit, MI 48202
Applicants may also choose to drop off their application, instead of mailing it, at the address
above.
Review Process
Each application will be reviewed for minimum qualifications by MONA staff and qualifying proposals will
be considered for approval by a selection committee. All applicants will be notified by mail of decisions by
early December. The grant period is a partial year, ending December 31, 2017.
For additional information, or if you have further questions, please contact Annie Fenton at
fentona@michigan.gov or 313-498-8825. You can also find additional information about MONA at our
website at www.michigan.gov/mona.
6. 6
Adult ESL for New Americans
Grant Initiative
Cover Page
Date:
Names of Participating Partner Organizations:
Name of Fiduciary Organization:
Address:
Preferred Mailing Address (if different):
City/State/Zip:
Phone Number: Website:
Fax Number: Email:
Name of person submitting this application/primary contact person:
Fiduciary Organization’s Federal Employee Identification Number:
Purpose of grant (one sentence):
Targeted Ethnic Communities to be served:
Amount requested: Total Project Cost:
Geographic Service Area:
Signature of Fiduciary Applicant Title
Date
7. 7
Narrative:
Please provide the following information in this order. Use these headings, subheadings, and
number provided in your own word processing format, thus leaving flexibility for length of response.
The narrative should be a maximum of 3-5 pages.
A. Organization Information
Please complete for all organizations within your collaborative
1. What is the purpose of the organization and what are the primary services?
2. What affiliation, if any, does the organization have with religious groups (if none, state
“NONE”)
B. Project Information
Please address the listed selection criteria included below (also on pages 2-3 above), while
answering the following:
1. What program are you asking MONA to fund?
2. Who will be served, including 1) total number served and 2) age range?
3. Describe the target population and geographic area of service delivery and explain
your method for reaching that population.
4. What need(s) will your project address?
5. What will be accomplished?
6. What is the timetable for the implementation of the project? Will the project continue
beyond 2017, if so, explain.
7. How do you plan to publicize/promote your project?
8. How will you evaluate the outcomes of your project?
Basic Selection Criteria for Grant Award
o Must submit one collaborative application for all participating organizations. Application
must identify a lead organization to serve as fiduciary full amount of the award. Fiduciary must
be a 501(c)3 organization in good standing.
o Must clearly identify innovative elements of proposed program, which address the above
mentioned barriers. Please include any available references to external research, if applicable.
o Must provide proposed ESL curriculum (preference will be given to TOEFL-track or VESL
programming).
o Must provide one proposed budget for entire grant request. [NOTE: Grant monies must not be
spent on organizational overheads or administration costs outside of ESL staff salaries].
o Must detail methodology for program evaluation, providing quarterly reporting that
includes data on pre-course, mid-course, and post-course language acquisition of all
participants.
Additional Selection Criteria
o Collaboration preferred with smaller, community-based, non-affiliated ethnic
organizations
o Evening and weekend class times offered—preference will be given to those that
address additional barriers of transportation and childcare.
8. 8
o Applications must clearly indicate the geographic region it will cover, including the
proposed location of service delivery. Rationale for location should include any available
and relevant data on the population of immigrants to be served.
o Must identify minimum requirements for ESL instructors, if applicable. For programs
utilizing classroom-based learning, preference will be given for instructors with TESOL
Certification and/or native English speakers who are bilingual.
o Applications should address methodology for service provision to participants who
are illiterate in their native language, if applicable.
C. Project Budget
1. If the total project budget is greater than the amount requested, from what sources
will the other necessary funds be obtained, and what funds have been raised to
date?
2. What, if any, existing or match funds would be available to support this project?
3. What, if any, financial resources will be available for the continuation of this project
after the grant from MONA has ended?
Attachments:
1. A signed letter of participation by EACH organization included in the collaborative
application.
Please provide the following for the fiduciary organization ONLY:
2. List of the organization’s governing body and officers
3. A copy of the organization’s IRS nonprofit determination letter, if applicable
4. A copy of the organization’s current operating budget
5. A copy of the most recent annual report or promotional brochure (if available)
6. A copy of an audited financial report or most recent IRS 990 Form (if available)
Also include any of the following information not already included in your narrative that you
would like the selection committee to consider:
Proposed curriculum information, including any examples of successful delivery by
other organizations.
Demographic information or key data relating to the targeted geographic location—
including data on target immigrant communities to be served.
9. 9
Project Budget:
A. Organizational Fiscal Year:
B. Time period this budget covers:
C. Expenses: Fill in only those line items that are relevant to the project
Amount requested
from this grant
Amount of
existing or
match funds
Total project
expenses
Salaries
Fringe benefits
Curriculum/Technology
Fees
Program Supplies
Evaluation
Other (please specify)
Total
D. Revenue: Please list all other sources of revenue/income for this project and whether the
funds are already committed or pending.
10. 10
Innovative ESL Trends Nationwide: An Overview of Best Practices
Introduction
This overview of innovative ESL trends nationwide was prepared with the goal of providing
examples of best practices for investment in innovative ESL programs. A total of eleven
programs from six states were evaluated through semi-structured interviews and internet
research. Examples of innovative programs, focusing on vocational skills or incorporating
software, are detailed below. A program was considered strong if it had a higher retention rate,
showed language skill development through pre and post assessment, and provided innovative
methods for language acquisition.
Best Practices: Vocational and Software-based Programs
Hotel T.E.A.C.H.
Hotel T.E.A.C.H. is a curriculum developed by LaGuardia Community College with Sheraton
Manhattan Hotel in New York. The Program is funded by the U.S. Department of Labor
(President’s High Growth Job Training Initiative). The curriculum covers low intermediate ESL,
high intermediate ESL, and advanced ESL literacy. Its target audience is immigrants who are, or
plan to, work in a hotel. Each unit (8 total) in the curriculum develops different skills and has
several different sets of focus which are developed simultaneously. English language skills, soft
skills, and technology skills are further broken down into: major EFF (equipped for the future)
skills, hospitality industry skills, language focus, career counseling focus, and technology focus.
Each unit also has an audio component.
Cell-Ed
Cell-Ed is a New York program which offers ESL courses and Spanish literacy courses to
anyone with a phone with texting capabilities. The cost of the program is $50 per course, or $10
per micro-course. Besides fees, additional funding for the program comes from foundation grants
(i.e. Disney Foundation Grant) and ESOL funding from the state of New York. The program is
available 24/7 and tailored to the individual student. 75% completed the course, and students
leaped 2 years in 4 months in English capabilities. Courses offered are: English on the Go,
Literacy on the Go, and Citizenship on the Go. There are a minimum of 60 students in a cohort
each quarter. There is pre and post program assessment of the students.
The Welcoming Center for New Pennsylvanians
The center offers services for students from preliterate to professional levels of English in
Pennsylvania. ESL is contextualized with each level focusing on work life and social skills. The
Welcoming Center acts as an umbrella for various other courses such as the RN Program, the
11. 11
Welcome Back Initiative, Professional Writing Course, and the Health Train Initiative. The
center used Title 1 and Title 2 funds to expand the program to ESL at every level and offer GED
programs. The RN program offered by the Welcoming Center for New Pennsylvanians is free of
charge to foreign-trained nurses in Pennsylvania. The program provides individualized career
pathways, NCLEX test prep, TOELF test prep courses and workshops.
Metrics and Conclusion
Strong programs typically offered pre and post assessment of the ELL’s language skills. The
U.S. Department of Education’s Companion Learning Resources (CLR) suggests that ESL
programs provide rigorous instruction that move beyond simple life skills to teach critical
thinking & academic language listening and reading strategies; teach basic computer skills
alongside language instruction; and integrate basic skills with occupational skills to focus on
middle-skill jobs that do not require a 4-year degree. The CLR suggests that ESL programs work
with local businesses, and also provides more detailed instructions for ESL teachers. The
National Skills & Credential Institute highlights several programs described above and also
suggests that ESL programs be contextualized (for example, occupational skills taught alongside
language skills match jobs available in that region).
Sources
Cell-Ed http://www.cell-ed.com/faq/
Companion Learning Resources https://lincs.ed.gov/professional-development/resource-
collections/profile-908
Hotel T.E.A.C.H. Project Curriculum http://www.laguardia.edu/ciet/work_HT_Cur.html
Welcoming Center for New Pennsylvanians http://welcomingcenter.org/